few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Understand the concept of a function and use function notation.

Use functions to model relationships between quantities.

Define, evaluate, and compare functions.

Construct and compare linear and exponential models and solve problems.

Interpret functions that arise in applications in terms of the context.

Build a function that models a relationship between two quantities.

Extend the domain of trigonometric functions using the unit circle.

Interpret expressions for functions in terms of the situation they model.

Analyze functions using different representations.

Build new functions from existing functions.

Prove and apply trigonometric identities.

Model periodic phenomena with trigonometric functions.
problem_activity: Activity
Continuing the thinking from the warm-up, students now compare three functions whose graphs are vertical translations from one another and generalize their observations of the graphs and data tables into equations where one function is defined in terms of another.
Monitor for students making connections between representations as they write an equation for
\(g(x)\)
in terms of
\(h(x)\)
. For example, students may:
compare the graphs of
\(g\)
and
\(h\)
, perhaps sketching them on the same axes and then measuring the vertical distance between them
calculate the difference between the outputs from the table
combine the equation they wrote for
\(g(x)\)
in terms of
\(f(x)\)
and
\(h(x)=f(x)-2.5\)
to rewrite
\(g(x)\)
in terms of
\(h(x)\)
Launch
Representation: Internalize Comprehension.
Chunk this task into more manageable parts. Check in with students after the first 2–3 minutes of work time to look for students who notice the constant difference between the outputs of
\(f(x)\)
and
\(g(x)\)
. Check to make sure that students are filling out the
\(g(x)\)
column of the table correctly.
Supports accessibility for: Conceptual processing; Organization
Student Facing
The graph of function
\(g\)
is a vertical translation of the graph of polynomial
\(f\)
.
[IMG]
[IMG]
Complete the
\(g(x)\)
column of the table.
If
\(f(0) = \text-0.86\)
, what is
\(g(0)\)
? Explain how you know.
Write an equation for
\(g(x)\)
in terms of
\(f(x)\)
for any input
\(x\)
.
The function
\(h\)
can be written in terms of
\(f\)
as
\(h(x)=f(x)-2.5\)
. Complete the
\(h(x)\)
column of the table.
| \(x\) | \(f(x)\) | \(g(x)\) | \(h(x)=f(x)-2.5\) |
|-------|----------|----------|-------------------|
|  -4   |    0     |          |                   |
|  -3   |   -5.8   |          |                   |
| -0.7  |    0     |          |                   |
|  1.2  |   -3.3   |          |                   |
|   2   |    0     |          |                   |
Sketch the graph of function
\(h\)
.
[IMG]
Write an equation for
\(g(x)\)
in terms of
\(h(x)\)
for any input
\(x\)
.
Student Response
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Activity Synthesis
A key takeaway from this discussion is that students understand that a vertical translation from one graph to another corresponds to constant differences between the outputs of the functions for the same input. We can then generalize these point by point comparisons using function notation, where adding or subtracting from the output of the function resulting in a vertical translation of its graph.
Select previously identified students to share the connections they made between the representations in the order listed in the Activity Narrative. If time allows and no students used the equations for
\(g(x)\)
and
\(h(x)\)
in terms of
\(f(x)\)
to write a new equation for
\(g(x)\)
in terms of
\(h(x)\)
, invite them to do so now.


correct_option_index: 9